5β.20ξH-13(17=>20)-abeo-pregnanon-(3) of mp: 117 degree Celsius | 911653-20-8

• 分子结构分类: 有机化合物 - 脂质和类脂质分子 - 类固醇和类固醇衍生物
• 英文名称: 5β.20ξH-13(17=>20)-abeo-pregnanon-(3) of mp: 117 degree Celsius
• 英文别名: 5β.20ξH-13(17=>20)-abeo-pregnanon-(3) of mp: 117 degree Celsius；5β.20ξH-13(17=>20)-Abeo-pregnanon-(3) vom F: 117gradC
• CAS: 911653-20-8
• 化学式: C₂₁H₃₄O
• 分子量: 302.5
• InChiKey: ZJCCWYLQJCHIIW-MAXLEVRRSA-N

计算性质

• 辛醇/水分配系数(LogP)：
  5.62
• 重原子数：
  22.0
• 可旋转键数：
  0.0
• 环数：
  4.0
• sp3杂化的碳原子比例：
  0.95
• 拓扑面积：
  17.07
• 氢给体数：
  0.0
• 氢受体数：
  1.0

反应信息

• 作为反应物：
  描述：

  5β.20ξH-13(17=>20)-abeo-pregnanon-(3) of mp: 117 degree Celsius 、 溴 、 溶剂黄146 生成 alkaline earth salt of/the/ methylsulfuric acid
  参考文献：
  名称：

  Narrative Discourse and Theory of Mind Development

  摘要：

  The authors examined experimentally whether exposure to social discourse about concepts related to mental states could promote changes in children's theory of mind understanding. In 2 studies, 3- to 4-year-old children were assigned to either a training or a no training control condition. All children were administered several theory of mind measures at pretest and 2 posttests. Training was not effective in improving performance in Study 1 (n = 37); but in Study 2 (n = 54), modifications of the training procedure led to significant improvements on measures of false belief and deception from pretest to 1st posttest. The findings support the influence of social discourse on children's theory of mind development.

  DOI：

  10.1080/00221320209598686
• 作为产物：
  描述：

  3β-acetoxy-17aβ-hydroxy-17aα-methyl-D-homo-5α-androstan-17-one 在 chromium(VI) oxide 、 乙醇 、 sodium ethanolate 、 一水合肼 、 溶剂黄146 、 铂 作用下， 生成 5β.20ξH-13(17=>20)-abeo-pregnanon-(3) of mp: 117 degree Celsius
  参考文献：
  名称：

  Narrative Discourse and Theory of Mind Development

  摘要：

  The authors examined experimentally whether exposure to social discourse about concepts related to mental states could promote changes in children's theory of mind understanding. In 2 studies, 3- to 4-year-old children were assigned to either a training or a no training control condition. All children were administered several theory of mind measures at pretest and 2 posttests. Training was not effective in improving performance in Study 1 (n = 37); but in Study 2 (n = 54), modifications of the training procedure led to significant improvements on measures of false belief and deception from pretest to 1st posttest. The findings support the influence of social discourse on children's theory of mind development.

  DOI：

  10.1080/00221320209598686